writing process TEKS talk image

Knowledge and Skills Statement

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.

Use the following rubric to monitor students’ progress towards mastering this SE. This SE should be assessed both while students are developing drafts and after they have completed drafts.

Sample rubric:

  1. The student is unable to develop an idea with specific and relevant details even with adult assistance.
  2. The student is able to develop an idea OR relevant details with adult assistance.
  3. The student is inconsistently able to develop an idea and relevant details.
  4. The student is consistently able to develop an idea and relevant details.

If students need a graphic organizer to scaffold this SE, the rubric can still be used to assess their ability to accurately complete the graphic organizer.

Once students have planned their writing, the next step in the writing process is to start organizing thoughts into sentences and paragraphs. This initial draft is often messy. Students should not focus on writing in a polished manner during this stage.
Careful selection of facts and details should be incorporated in students' writing and details should be directly related to the main topic. Students should select facts and details that help readers better understand the ideas the students are trying to convey.


1. Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012).Teaching elementary school students to be effective writers: A practice guide (NCEE 2012-4058). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/writing_pg_062612.pdf

Summary: The four recommendations in the WWC practice guide, Teaching Elementary School Students to Be Effective Writers, encourage teachers to help students use writing effectively to communicate ideas.

2. Gibson, S.A. (2008). An effective framework for primary-grade guided writing instruction. The Reading Teacher, 62(4), 324–334. Retrieved from https://www.jstor.org/stable/27699696

Summary: By using this framework for guided writing lessons, teachers can help students to bridge the gap between whole-class writing instruction and their own active engagement in successful, independent writing.